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Education Technology Management—Selected Papers from International Conference Edition 2020
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Education Technology Management—Selected Papers from International Conference Edition 2020

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Artificial Intelligence".

Deadline for manuscript submissions: closed (31 March 2021) | Viewed by 18034

Special Issue Editors

Dr. Salah Al-Majeed

E-Mail Website
Guest Editor
School of Computer Science, Lincoln, Lincolnshire, UK
Interests: Education Technology; Education Management Systems; STEM Education
Dr. Mario Barajas Frutos

E-Mail Website
Guest Editor
Universitat de Barcelona, Barcelona, Spain
Interests: digital creativity in education; cloud education; game-based learning; STEAM education

Special Issue Information

Dear Colleagues,

Due to COVID-19, online education and digital learning have become a vital part of educational institutions' daily activities all over the world. Higher Education institutions are trying to cope with new challenges of the pandemic situation. E-Learning has moved from a desirable supportive tool toward the foremost element in delivering academic programmes.

Educational Technology Management is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.

To address the challenges in this period of uncertainty and reflecting upon them, we invite contributions to a Special Issue that will cover all aspects of both Educational Technology Management and Learning Applications, additionally facilitating digital learning, as well as the managing of technological processes and resources.

The Special Issue encompasses several domains, including

  • Technology-Enhanced Learning, Emerging Technologies, Cloud Education, Online Education;
  • Technology Management, Knowledge Management, Policy and Privacy;
  • Sustainability and Life-long Education;
  • Entrepreneurship, learning innovation, research and development.

Dr. Salah Al-Majeed
Dr. Mario Barajas Frutos
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • learning theory
  • digital education
  • online and hybrid education
  • blended learning
  • digital life-learning innovation
  • education innovation management
  • technology education and research
  • innovation policy and education management

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

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Research

20 pages, 2588 KiB  
Article
A Simple Approach to Relating the Optimal Learning and the Meaningful Learning Experience in Students Age 14–16
by Ma. Guadalupe Díaz de León-López, María de Lourdes Velázquez-Sánchez, Silvia Sánchez-Madrid and José Manuel Olais-Govea
Information 2021, 12(7), 276; https://doi.org/10.3390/info12070276 - 5 Jul 2021
Cited by 1 | Viewed by 3253
Abstract
Using a questionnaire applied in real time to students in stages 14–16 during a distance class, the authors appraise whether they experience feelings that lead to a central experience of flow, according to the flow theory of positive psychology. Students are exposed to [...] Read more.
Using a questionnaire applied in real time to students in stages 14–16 during a distance class, the authors appraise whether they experience feelings that lead to a central experience of flow, according to the flow theory of positive psychology. Students are exposed to a planned session that considers the moments of the training sequence and consciously integrates technological tools to support learning. A formal evaluation system, which includes formative and summative evaluations, determines if students build meaningful learning. This research contributes to understanding that an optimal learning experience characterized by the pedagogical principles of curiosity, concentration, challenge, and enjoyment, favor the construction of meaningful learning. Furthermore, the simplicity of the proposed experimental design suggests a direct way to replicate the study in later learning stages and assess the efficiency of new technology-based pedagogies within the distance education paradigm imposed by the 2020 pandemic crisis. Full article
(This article belongs to the Special Issue Education Technology Management—Selected Papers from International Conference Edition 2020)
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21 pages, 3125 KiB  
Article
Digital Learning Support for Makers: Integrating Technical Development and Educational Design
by Claudia Kaar and Christian Stary
Information 2021, 12(5), 209; https://doi.org/10.3390/info12050209 - 15 May 2021
Cited by 3 | Viewed by 2568
Abstract
Makerspaces have gained momentum, not only due to novel manufacturing technologies but also the need for qualified workforce in production industries. Capacity building should not follow ad hoc procedures or arbitrary project designs to qualify for digital production, but rather should still leave [...] Read more.
Makerspaces have gained momentum, not only due to novel manufacturing technologies but also the need for qualified workforce in production industries. Capacity building should not follow ad hoc procedures or arbitrary project designs to qualify for digital production, but rather should still leave room for creativity. As such, the quest has arisen for structured while empowering guidance of additive manufacturing. This can be of benefit for timely education, not only for qualifying existing workforce in production industries but also to attract students in production-related domains. In this paper, we aim to develop an integrated understanding of technical development and capacity-building support activities. We exemplify the proposed design science approach with a regional makerspace. This provides us with the user-centered evaluation of structuring additive manufacturing along an individualized education scheme. Thereby, additive manufacturing capacity building starts with individual goal setting and structuring requirements for an envisioned solution, which becomes part of a learning contract of a specific project. Learning steps are framed by design science and its stages and cycles, since artifacts can be of various kinds, stemming either from construction, modeling, material selection, or manufacturing. The evaluation study revealed essential benefits in terms of structured planning and individualization of capacity-building processes. Full article
(This article belongs to the Special Issue Education Technology Management—Selected Papers from International Conference Edition 2020)
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14 pages, 622 KiB  
Article
Exploring the Continuous Usage Intention of Online Learning Platforms from the Perspective of Social Capital
by Chun-Hsiung Huang
Information 2021, 12(4), 141; https://doi.org/10.3390/info12040141 - 25 Mar 2021
Cited by 16 | Viewed by 4824
Abstract
This research explores the factors that influence students’ continuous usage intention regarding online learning platforms from the perspectives of social capital, perceived usefulness, and perceived ease of use. The questionnaire survey method was used in the research to analyze the relationship between the [...] Read more.
This research explores the factors that influence students’ continuous usage intention regarding online learning platforms from the perspectives of social capital, perceived usefulness, and perceived ease of use. The questionnaire survey method was used in the research to analyze the relationship between the research variables and verify the hypothesis based on data from 248 collected valid questionnaire responses. The following results were obtained: (1) “Social interaction ties” positively affect students’ continuous usage intention. (2) “Shared language” negatively affects students’ continuous usage intention. (3) “Shared vision” positively affects students’ continuous usage intention. (4) “Perceived usefulness” positively affects students’ continuous usage intention. (5) “Perceived ease of use” positively affects students’ continuous usage intention. According to the results, students believe in useful teaching that promotes knowledge and skills. The ease of use of learning tools is key to whether they can learn successfully. Paying attention to the interaction and communication between students, so that students have a shared goal and participate in teamwork, is something that teachers must pay attention to in the course of operation. The professional vocabulary of the teaching content and the way of announcing information should avoid using difficult terminology, which is also a point to which teachers need to pay attention. Full article
(This article belongs to the Special Issue Education Technology Management—Selected Papers from International Conference Edition 2020)
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19 pages, 1838 KiB  
Article
Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses
by Marcel Karam, Hanna Fares and Salah Al-Majeed
Information 2021, 12(2), 93; https://doi.org/10.3390/info12020093 - 23 Feb 2021
Cited by 8 | Viewed by 6202
Abstract
Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact [...] Read more.
Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent. Full article
(This article belongs to the Special Issue Education Technology Management—Selected Papers from International Conference Edition 2020)
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